Supporting Deaf Pupils in Secondary Schools
Presented on Wednesday 28 September, 2011
Teacher of the Deaf
Supporting Deaf Pupils in Secondary SchoolsEnglish
- Previously Earnock High School, merged in 2007.
- 7 pupils – S1, S4, S6
- Use BSL to communicate
- Digital hearing aids, cochlear implants
- 7 members of staff
- Access all areas of the curriculum
- Full time support from TOD in all classes
Deaf Education: Implementation of Curriculum for Excellence
- Involved in active learning
- Learning purposes are shared
- Adapt teaching/learning approaches in classroom
- Differentiate materials
- Consilidation of classwork in Base
- Check pupils understand teaching points
- Gathering of information at transition points
- Take time to hear pupils' contributions
- Staff try to communicate in various ways
- Use of IT/visual approaches
- Pupils access full range of learning opportunities
- ASPs/Target setting IEPs
- Pupil-centred teaching
- Pre/post tutoring
- Follow all school policies including PPB
- Involvement in House charity events
- Involved in Pupil council/clubs/class reps
- Responsibility for collecting/returning paper
- Representing school at in-house events
- Representing school at outside events
- Involvement in NDCS/Deaf Youth club/Drama workshops
- Pupils involved in all school activities
- Communicate with hearing peers
- Involved in Pupil Council
- Building trusting/friendly relationships
- Sharing of values
- Visits/contact with deaf adults
- Weekly 'Points' meetings
- Distribution of information on deaf events
- Pupils receive appropriate support
- Pupils communicate own ideas
- All information in classes signed
- Class teachers involved in teaching/learning and take responsibility for all pupils' learning
- Open door policy for parents
- Videos/DVDs subtitled/printed notes provided
- Discussion at Base times
- Key workers - discuss targets
Standard Grade English
Supporting pupils through studying 'Across the Barricades' by Joan Lingard.
1 Liaison with Mainstream teacher.
2 Looking at pupil ability/difficulty/needs and how we can best support them.
- 3 In-'Base' time, give introduction to issues within the novel.
- 4 Introduce any new vocabulary.
- 5 Begin reading the novel.
- 6 Question booklet given to use as homework or in base.
- 7 Chapter summaries
- 8 Analysing main characters - Character list given
- and Character profile sheet.
- 9 Analyse key scenes to help with essay writing - Story board.
- 10 Essay plan.
Additional Language resources
- Helpful hints for English.
- Grammar work, that is, irregular verbs, adjectives, nouns, tenses. Spelling - Lists of common words/ misspelled words.
Mind maps BSL development - DVD through school life
Department of Deaf Education - Handbook
- To create a secure learning environment which gives deaf pupils equal learning opportunities.
- To provide integration into mainstream classes.
- To make the deaf pupils aware of the opportunities available to them.